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PUBLICATIONS OF 
THE GENERAL EDUCATION BOARD 



OCCASIONAL PAPERS No. 5 

LATIN AND THE A. B. 
DEGREE 



BY 

CHARLES W. ELIOT 



GENERAL EDUCATION BOARD 

61 Broadway New York City 

1917 



THE PUBLICATIONS OF THE 
GENERAL EDUCATION BOARD 

reports: 

THE GENERAL EDUCATION BOARD: AN ACCOUNT OF ITS ACTIV- 
ITIES, I902-I9I4. CLOTH, 254 PAGES, WITH 32 FULL-PAGE 
ILLUSTRATIONS AND 3 I MAPS. 

REPORT OF THE SECRETARY OF THE GENERAL EDUCATION BOARD, 
I9I4-I915. CLOTH AND PAPER, 82 PAGES, WITH 8 MAPS. 

REPORT OF THE SECRETARY OF THE GENERAL EDUCATION BOARD, 
I9I5-I916. CLOTH AND PAPER, 86 PAGES, WITH lO MAPS. 

REPORT OF THE SECRETARY OF THE GENERAL EDUCATION BOARD, 
I916-I917.* 

studies: 

PUBLIC EDUCATION IN MARYLAND, BY ABRAHAM FLEXNER AND 
FRANK P. BACHMAN. 2ND EDITION. I76 PAGES, AND APPEN- 
DIX, WITH 25 FULL-PAGE ILLUSTRATIONS AND 34 CUTS. 
THE JUNIOR HIGH SCHOOL, BY THOMAS H. BRIGGS.* 
THE GARY SCHOOLS, BY MEMBERS OF THE GARY SURVEY STAFF.* 
COLLEGE AND UNIVERSITY FINANCE, BY TREVOR ARNETT.* 

OCCASIONAL papers: 

1. THE COUNTRY SCHOOL OF TO-MORROW, BY FREDERICK T. 

GATES. PAPER, 15 PAGES. 

2. CHANGES NEEDED IN AMERICAN SECONDARY EDUCATION, 

BY CHARLES W. ELIOT. PAPER, 29 PAGES. 

3. THE MODERN SCHOOL, BY ABRAHAM FLEXNER. PAPER, 23 

PAGES. 

4. THE FUNCTION AND NEEDS OF SCHOOLS OF EDUCATION IN 

UNIVERSITIES AND COLLEGES, BY EDWIN A. ALDERMAN. 
PAPER, 31 PAGES, WITH APPENDIX. 

5. LATIN AND THE A. B. DEGREE, BY CHARLES W. ELIOT. 

PAPER, 21 PAGES, AND APPENDIX. 

6. THE WORTH OF ANCIENT LITERATURE TO THE MODERN 

WORLD, BY VISCOUNT BRYCE. PAPER, 20 PAGES. 

7. THE POSITIVE CASE FOR LATIN, BY PAUL SHOREY.* 
• In Preparation. 



The REPORTS issued by the Board are official accounts of its ac- 
tivities and expenditures. The STUDIES represent work in the field of 
educational investigation and research which the Board has made pos- 
sible by appropriations defraying all or part of the expense involved. 
The OCCASIONAL P APERS are essays on matters of current educa- 
tional discussion, presenting topics of immediate interest from veirious 
points of view. In issuing the STUDIES and OCCASIONAL PA- 
PERS, the Board acts simply as publisher, assuming no responsibility 
for the opinions of the authors. 

The publications of the Board may be obtained on request 



Fee ss \m 






LATIN AND THE A.B. DEGREE* 

A CONSIDERATION of the expediency of continuing to 
require some knowledge of Latin on the part of all candi- 
dates for the degree of Bachelor of Arts is timely; because 
many changes in respect to this requirement have already been 
made, and more seem to be imminent. 

To exhibit the present state of the question in the secondary 
schools and the colleges and universities of the United States, the 
requirements for admission and for graduation with the degree 
of Bachelor of Arts in seventy-six American colleges and universi- 
ties have been carefully studied; and the institutions selected have 
been found to be divisible into five groups based on their require- 
ments in respect to Latin. The seventy-six institutions include 
the principal state imiversities, the principal endowed universities 
and colleges, and several institutions of different types which stand 
on the list of colleges accepted by the Carnegie Foundation, A 
large number of the leading American institutions which confer 

*This paper discusses the requirement of Latin for the A.B. degree, and 
for that degree only. It is important to bear this point in mind. Certain 
institutions, such as Harvard and the University of Chicago, while requiring 
some Latin for the A. B. degree, nevertheless, open their facilities and oppor- 
tunities in the undergraduate department to students who do not offer Latin, 
such students receiving, instead of the A.B. degree, the degree of S.B. at 
Harvard, and the degree of Ph.B. or S.B. at Chicago. Within these institu- 
tions, therefore, the same facilities are open to students who, aiming at the 
A.B. degree, offer Latin, and to students who, not offering Latin, are willing 
to accept some other degree. This paper urges the abolition of this distinction; 
so that a Harvard student or a University of Chicago student who enters 
without Latin may still receive the A.B. degree, just as he may receive it at 
Columbia. 

On the other hand, there are institutions, such as Yale, where students who 
do not offer Latin for entrance are admitted only to certain departments — at 
Yale, the Sheffield Scientific School, v/here they receive the degree of Ph.B. 

Still other institutions, Amherst College, for example, do not at present 
admit any undergraduate students without Latin. 

For detailed information in regard to the amount of Latin required for the 
A.B., Ph.B., and S.B. degrees by the various institutions discussed in the 
paper, see the tables which are printed in the appendix, pages i-xvii. 



4 

that degree have already ceased to require Latin of candidates for 
admission to colleges and of candidates for the degree of Bachelor 
of Arts within the college. The following list of institutions which 
require no Latin for the A.B. degree contains thirty-eight out of 
seventy-six selected universities and colleges whose usages in this 
respect have been carefully examined: 

INSTITUTIONS WHICH REQUIRE NO LATIN FOR THE A.B. DEGREE EITHER BEFORE 
OR AFTER ENTRANCE 



Beloit College, Wisconsin 
Carleton College, Minn. 
Columbia University, N. Y 
Cornell University, N. Y. 
Franklin College, Ind. 
GoucHER College, Md. 
Grinnell College, Iowa 
Indiana University, Ind. 
Miami University, Ohio 
Omo State University 
Ohio University 
Pomona College, Cal. 
Reed College, Oregon 
RiPON College, Wisconsin 
Stanford University, Cal. 
State University of Iowa 
swarthmore college, pa. 
Trinity College, N. C. 
University of Arkansas 



University of California 
University of Colorado 
University of Illinois 
University of Kansas 
University of Maine 
University of Michigan 
University of Minnesota 
University of Nebraska 
University of North Carolina 
University of Oregon 
University of South Carolina 
University of Tennessee 
University of Texas 
University of Washington, Wash. 
University of Wisconsin 
Washington and Lee University, Va. 
Washington University, Mo. 
Western Reserve University, Ohio 
West Virginla University 



In addition to these institutions which require no knowledge 
whatever of Latin on the part of candidates for the degree of A.B. 
the following list contains institutions which require some Latin 
for admission, but none during the four-year course in college. 
This Hst contains nine universities and colleges, — among them 
such leading institutions as Harvard University and Yale Univer- 
sity for men, and Wellesley College for women: 

INSTITUTIONS WHICH REQUIRE FOR THE A.B. DEGREE SOME LATEST FOR ADMISSION 
BUT NONE IN COLLEGE 

BowDOLN College, Maine Harvard University, Mass. 

Colorado College, Col. Johns Hopkins University, Md. 

Connecticut College for Women Oberlin College, Ohio 
Delaware College, Del. Wellesley College, Mass. 

Yale University, Conn. 



5 

Two institutions require no Latin for admission but a small 
amount of Latin or Greek, during college life: 

institutions which require no latin for admission but some in college 
University of Missouri University of Pennsylvania 

These three lists together contain forty-nine out of the seventy- 
six selected universities and colleges, leaving but twenty-seven 
which still require some Latin for admission, and some in college. 
Of these twenty-seven, twenty-two require Latin but no Greek, 
and five require both Latin and Greek: 

INSTITUTIONS WHICH REQUIRE SOME LATIN FOR ADMISSION AND SOME IN COLLEGE 

Amherst College, Mass. Randolph-Macon Woman's Col- 
Brown University, R. I. lege, Va. 

Bryn Mawr College, Pa. Smith College, Mass. 

College of William and Mary, Va. Trinity College, Conn. 

Dartmouth College, N. H. University of Alabama 

Haverford College, Pa. University of Georgia 

Hendrix College, Ark. University of Vermont 

Knox College, 111. University of Virginia 

Middlebury College, Vt. Vassar College, N. Y. 

Mt. Holyoke College, Mass. Wells College, N. Y. 

Northwestern University, 111. Wesleyan University, Conn. 
Williams College, Mass. 

institutions which require both latin and greek for the a.b. degree 
Princeton University, N. J. University of Chicago, 111. 

Union College, N. Y. University of Mississippi 

Vanderbilt University, Tenn. 

Of the institutions in the above list Latin and Greek are re- 
quired both for admission and in college by Princeton University 
and Vanderbilt University; the University of Chicago, the Univer- 
sity of Mississippi and Union College permit entrance on the basis 
of Latin alone, provided Latin and Greek are both pursued in college. 

It appears from this enumeration that, so far as the coUege course 
in preparation for the degree of Bachelor of Arts is concerned, 
Latin has already disappeared as a requirement for that degree in a 
decided majority of the institutions included in the above lists, 
and that over half of the institutions whose practices have been 
examined make no demand on the secondary schools of the country 
that they teach Latin. The position of the institutions which de- 



6 

mand of candidates for admission some knowledge of Latin, but none 
during the college course, is anomalous and undoubtedly temporary. 
At Harvard University, for example, the wide extension of the elec- 
tive system led to the abandonment many years ago of the require- 
ment of Latin in college for the degree of Bachelor of Arts. The 
University was conferring during this period a degree of Bachelor 
of Science; and candidates for this degree were not required to pre- 
sent Latin at admission, while within the University itself they, 
too, had a wide range of choice of subjects and freedom in their 
choice. Down to 1906, candidates for the degree of Bachelor of 
Science were registered and catalogued apart from the candidates 
for the degree of Bachelor of Arts, although both sets of students 
had really been for some time under the control of the single 
Faculty of Arts and Sciences. In that year, candidates for the 
degree of Bachelor of Science were registered and catalogued in 
Harvard College, and the discipline to which the two sets of stu- 
dents were subjected became identical; although candidates for 
the degree of Bachelor of Science naturally chose a larger proportion 
of scientific subjects during their four years of residence than can- 
didates for the degree of Bachelor of Arts did. For eleven years, 
therefore, no distinction in respect to general discipHne, social 
opportunities, or places and conditions of residence has been made 
at Harvard University between candidates for the degree of Bache- 
lor of Science and candidates for the degree of Bachelor of Arts. 
The sole distinction between these two sets of candidates is that 
candidates for the A.B. must present for admission an amount 
of Latin represented by the term "three units" — a unit meaning 
one year of instruction in the preparatory school for four or five 
hours a week. When Harvard University abolishes the require- 
ment of three units of admission Latin from candidates for the de- 
gree of Bachelor of Arts, there will be no difference between its 
conditions for the degree of Bachelor of Arts and those for the 
degree of Bachelor of Science; so that the latter degree may well 
cease to be conferred. Columbia University has recently taken 
these steps. 

More than twenty of the seventy-six colleges included in the 
above lists no longer confer the degree of Bachelor of Science or 
Bachelor of Philosophy, or never did confer either of those degrees; 
and with rare exceptions the institutions which have conferred or 



7 
are now conferring either of those degrees have not required Latin 
for admission to candidacy for the S.B. or the Ph.B. Many of 
them have made foreign language requirements but the presenta- 
tion of Latin has almost invariably been optional. 

It will be seen in the above lists that most of the state universities 
require no Latin of candidates for the degree of Bachelor of Arts, 
either for admission or in college. It is, in general, the endowed 
colleges which are persisting in the requirement of Latin. The 
universities bearing a state name which retain a Latin requirement, 
either for admission or in college, are with one exception universities 
in southern states. That exception is the University of Vermont 
which is hardly a state university. The immediate reason that 
most of the state universities have abandoned all requirements in 
classical languages for admission is that they desire to maintain 
close afl&Hations with the pubUc high schools. Now, pubUc high 
schools the country over have almost ceased to provide instruction 
in Greek, and maintain instruction in Latin with increasing diffi- 
culty. Their pupils are as a rule accepted at the state universities 
on certificate; and this practice tends to maintain somewhat inti- 
mate relations between high schools and these universities. The 
wishes of principals and local school boards or committees are more 
regarded by the state universities than they are by the endowed 
universities and colleges; and the state universities feel and express 
more sympathy with the serious difficulties which beset public 
high schools than the endowed institutions do. Nevertheless, the 
endowed institutions, particularly those that aspire to attract 
students from all parts of the country, always desire to keep in 
touch with the public high schools; so that the graduates of those 
schools can, through a moderate amount of extra study, obtain 
admission to the endowed institutions of their choice. Behind this 
immediate reason for dropping Latin requirements, however, lies 
an increasing sense of their inexpediency in a democracy which 
wishes to have secondary and higher education as accessible as 
possible to all competent youth. Some people are furthermore 
convinced that the Latin requirements are futile ; that is, that they 
do not really promote scholarship or "cultivation" in the youth 
who have to be forced to comply with them. 

Wherever the state university is well developed and is well sup- 
ported by the legislature, the endowed colleges and universities in 



the state maintain a difficult competition with the ampler and richer 
state university; and with some notable exceptions are likely ulti- 
mately to accept whatever conditions of admission the state uni- 
versity prescribes. In states in which the state university is weak 
or not well supported, and in which strong endowed institutions 
of higher education have been long established, there generally 
exist, in addition to the high schools, independent secondary schools, 
often called academies, the management of which has been more 
conservative than the management of public high schools during 
the past forty years; but the cooperation between these academies 
and the endowed colleges is not always as sympathetic and effective 
as the cooperation between pubHc high schools and state univer- 
sities. An academy is usually a boarding school as well as a day 
school; and the old academies receive pupils from all parts of the 
country, who are often the sons or grandsons of former graduates. 
Together, the academies exert a strong influence on national secon- 
dary education, and this influence will surely be in the future, 
as it has been in the past, a conservative influence insistent on 
traditional subjects and methods. A similar influence will be ex- 
erted by the Jesuit colleges and by the boarding schools in which 
the Protestant Episcopal Church is strongly interested. 

East of the Alleghany mountains, where there are many endowed 
colleges for men and several for women, the colleges have in the 
main controlled the requirements for admission to college, and 
therefore have had a strong influence on the programmes of secon- 
dary schools, pubUc, private, or endowed. The secondary school 
has been thought of as primarily a preparatory school for colleges. 
West of the AUeghanies, the public high school's main function has 
been to prepare its graduates at eighteen years or thereabouts for 
various occupations which do not require three or four years more 
of systematic education. The preparation of a small percentage 
of its graduates for college or university is a secondary or incidental 
function. The high school exists for itself, and not for the coUege. 
Hence the college or university must accommodate itself to the 
general pohcies and needs of the high school, if it is to keep in touch 
with the mass of the people. 

The full or partial adoption of the elective system in the seventy- 
six institutions of higher education included in the above lists ought 
to have produced a corresponding, though much more limited, 



9 

introduction of elective subjects into the secondary schools of the 
country. And indeed it has produced this effect in some measure, 
but to a greater extent in the public high schools than in the en- 
dowed acadernies and private schools. The election introduced 
into secondary schools has, however, generally been in the form of a 
choice between distinct courses of instruction running through the 
four or five years of the secondary school programme, and not a 
choice among subjects of instruction or studies. Hence the high 
school pupil has been obliged to decide by the time he was fourteen 
years of age whether he would or would not go to college, — a 
choice which he was generally quite unable to make wisely. The 
academies, on the other hand, generally provided a programme 
expressly intended to carry the pupil into college, making some 
modifications in this regular programme on behalf of pupils who 
knew already that they were going, not to a college, but to a scien- 
tific or technical school. 

All kinds of secondary schools in the United States have usually 
been handicapped by the scantiness of their resources, whether pro- 
vided by public taxation or by endowment. Free election for the 
pupil by subject costs more than a variety of fixed courses, and the 
schools have as a rule not had resources adequate to meet this 
additional cost. Some of the most intelligent and prosperous of 
American communities, finding it impossible to provide in one 
programme for the varied wants of the different sorts of pupils who 
resort to the single high school, have decided to maintain two 
kinds of high school, one intended to prepare its pupils for college 
or higher technical school, or for clerical or bookkeeping occupa- 
tions, and the other — often called a technical high school — in- 
tended to prepare boys and girls for the industrial and commercial 
occupations. This new kind of high school, of course, provides no 
instruction in the ancient languages. The technical or mechanic 
arts high school is clearly Hable to the objection that it requires 
determination of the future career before the pupil has obtained 
knowledge of his own powers and tastes. 

While these changes of structure and aim have been going on in 
the universities, colleges, higher technical schools, and secondary 
schools, certain new conceptions have obtained a somewhat wide 
recognition concerning the function of education, and concerning 
the subjects through the study of which the educated young man 



lO 

may make himself most serviceable to the community in his after 
life, and at the same time procure for himself the best satisfactions 
in the exercise of his own powers. 

In the first place, the idea of the cultivated person, man or woman, 
has distinctly changed during the past thirty-five years. Cultiva- 
tion a generation ago meant acquaintance with letters and the 
fine arts, and some knowledge of at least two languages and Utera- 
tures, and of history. The term cultivation is now much more 
inclusive. It includes elementary knowledge of the sciences, and 
it ranks high the subjects of history, government, and economics. 

Secondly, when Herbert Spencer seventy years ago said that 
science was the subject best worth knowing, the schoolmasters and 
university professors in England paid no attention to his words. 
The long years of comparative peace, and of active manufacturing 
and trading which the British Empire since that date enjoyed did 
something to give practical effect in British education to Spencer's 
dictum. The present war has demonstrated its truth to all thinking 
men in Europe and America. It now clearly appears that science is 
the knowledge best worth having, not only for its direct effects in 
promoting the material welfare of mankind, but also for its power 
to strengthen the moral purposes of mankind, to apply its method 
of accurate observation and inductive reasoning to all inquiries and 
problems, and to make possible a secure civilization founded on 
justice, the sanctity of contracts, and good-will. 

In the third place, many educators are persuaded that the real 
objects of education, primary, secondary, or higher, are, first, 
cultivation of the powers of observation through the senses; 
secondly, training in recording correctly the accurate observations 
made, both on paper and in the retentive memory; and, thirdly, 
training in reasoning justly from the premises thus secured and 
from cognate facts held in the memory or found in print. As these 
objects of education are more and more distinctly reaHzed, the 
subjects of instruction for children, adolescents, and adults, come 
to be enlarged in number, and some of the new subjects take the 
place of one or more of the older ones, or at least may wisely be 
accepted by school and college authorities from some pupils in 
place of older ones. For example, it has become apparent that 
free-hand drawing and mechanical drawing give an admirable 
training to both eye and hand, and provide the youth with an in- 



strument for recording, describing, and expounding which is com- 
parable with language, both in increasing individual power and in 
increasing enjoyment throughout life. Just as every normal child 
can acquire some skill in language, its own or another, so every 
normal child can acquire some skill in drawing, and can give satis- 
factory evidence that it has acquired that skill. It is now beginning 
to be perceived that a child who has acquired some skill in drawing 
may be as good material for a high school as a child who has ac- 
quired some skill in language, and that the high school ought to 
provide progressive instruction for the pupil who is admitted with 
skill in drawing quite as much as it should provide means of 
further instruction for the child who comes in with some skill in 
language, Latin or other. 

The colleges and universities are all providing large means of in- 
struction in history, government, economics, and business ethics, 
and are adopting highly concrete and practical methods of teaching 
not only the new subjects but the old. Both colleges and schools 
are recognizing that they must teach elaborately not only the litera- 
tures and philosophies of the past and the present, but also the 
sciences and arts "which within a hundred years have revolutionized 
all the industries of the white race, modified profoundly all the po- 
Htical and ethical conceptions of the freedom-loving peoples, and 
added wonderfully to the productive capacity of Europe and 
America."* 

Some people think that advantageous changes in systematic 
education begin in the higher institutions and descend to the lower. 
Others maintain that durable changes are built up from the bottom. 
The first seems the more probable theory; because new subjects 
or new methods require a new teacher, and the teacher is the pro- 
duct of the higher education. Whichever theory be accepted, it is 
apparent that in practice great changes in the subjects and methods 
of the higher education have been going on in the United States for 
more than forty years with increasing impetus and momentum, and 
that corresponding changes are in progress in the secondary schools. 

In order to accommodate the changed schools to the changed 
colleges, there should be more options in the terms of admission to 
colleges, and no requirements within the colleges themselves of the 

*" Changes Needed in American Secondary Education" by Charles W. Eliot, 
General Education Board, New York City. 



12 

traditional subjects — ^Latin, Greek, mathematics, and elementary- 
history and philosophy. With this new freedom for the pupil at 
school and the student in college, the degree of Bachelor of Arts 
wiU be the only one needed to mark the conclusion, somewhere 
between the twenty-first and twenty-third year of age, of a three- 
year or four-year course of liberal education superadded to a 
thorough course in sense-training, scientific reasoning, and memory 
training given within the secondary school period in any subjects 
which experience has proved to be suitable for this sort of training. 

That Latin should be no longer a requirement for the degree of 
Bachelor of Arts does not mean that the study of Latin should be 
given up in either the secondary schools or the colleges. On the 
contraiy, it should unquestionably be retained as an elective college 
subject, and should be accessible to the pupil in all weU-endowed 
and weU-supported secondary schools, pubHc or private. Although 
the argimaent for the introduction of new subjects in both school 
and college is overwhelmingly strong, nothing but long experience 
can fully demonstrate that the new subjects and the new methods 
are capable of producing as powerful and serviceable men and 
women as have developed during the regime of the old subjects and 
methods; and for one generation at least there will be many parents 
who will prefer that the experiment of omitting Latin be tried on 
other people's children rather than on their own. The parents 
that wiU risk their children in the new programmes, or in the new 
elections of study, will be those who have been consciously exposed 
during their adiilt fives to the new influences which have been 
moulding human society during the past hundred years, and who 
have either gained new strength from the contact, or have perceived 
that their own education was not well adapted to what has proved 
to be their mental and moral environment. 

The present argument only goes to show that the study of Latin 
ought not to be forced by either school or college on all boys and 
girls in secondary schools who are going to college, or later on all 
candidates for the degree of Bachelor of Arts. The argument of 
course assumes that a knowledge of the Latin language is not in- 
dispensable for the study of either ancient or modern civilization, 
or of the great Hteratures of the world, or of the best ethical systems 
and religions, or of any of the supreme concerns of mankind. 

The highest human interests are concerned with religion, govern- 



13 

ment, and the means of earning a livelihood and promoting the 
welfare of a family. Now, the religion of Greece and Rome is 
certainly not as well worth the attention of an American boy to-day 
as the Jewish-Christian rehgion, for knowledge of which acquaint- 
ance with the Latin language is unnecessary. Moreover, just as a 
knowledge of the Jewish-Christian rehgion does not require a knowl- 
edge of Hebrew and Greek, so a knowledge of the religion of ancient 
Rome, whatever importance may be claimed for it, does not depend 
on a knowledge of Latin. 

As to government, it is true that Athens set up a democratic 
government with a very peculiar definition of the demos; but the 
number of free citizens was small relatively to the total number of 
the population, many of whom were slaves and many ahens without 
power to vote ; and it was a government which when it went to war 
killed or enslaved its prisoners, and planted its colonies by force. 
The Athenian democratic state was of short duration, and did not 
set a good example to any later republic; and the study of it is of 
little real use to a voter or o£5cer in any modern free state. In 
government, the Roman state was a very impressive example of 
the results of the ruthless use of mihtary power in conquest, and 
of the unification through wise laws and skilful administration of an 
empire containing many races whose religions, languages, and modes 
of hfe were diverse; but a far better example of the organization of 
such an empire is to be found in the British Empire, — better be- 
cause vaster, more complex in every respect, and far less cruel and 
brutal than the Roman. For any student of governmental organi- 
zation the British Empire is a better subject of study than the Roman 
Empire; because its principles and methods have been much more 
humane than those of Rome, its risks severer, its field the world 
instead of the near East and the countries bordering on the Medi- 
terranean and a small part of the eastern Atlantic, its success more 
striking, and its durability unquestionably greater. If an American 
student of law is obliged to choose between a study of the Roman 
law and a study of the English and American law — a competent 
student can study both — he had far better devote his time to the 
EngUsh and American law than to the Roman. And, besides, 
even if undergraduate students desire or are expected to study 
Roman pohtics, law, and government, they no longer need to know 
Latin in order to do so. Whatever the value of the study of Greek 



14 
and Roman institutions — a knowledge of the Greek and Latin 
languages is no longer a necessary preliminary to the study. 

As to the means of earning a livelihood for a family, no one will 
now think of maintaining that a knowledge of Latin would be to-day 
of direct advantage to an American artisan, farmer, operative, or 
clerk, inasmuch as the means of earning a livelihood in any part of 
the United States have been wholly changed since Latin became a 
dead language. , 

The doctrine that a knowledge of Latin is indispensable to real 
acquaintance with the great literatures of the world is difficult — 
indeed impossible— to maintain before American boys and girls 
whose native language is that of Shakespeare and Milton, of Frank- 
lin and Lincoln, of Gibbon and Macaulay, of Scott, Burns, and 
Tennyson, and of Emerson and Lowell. English Uterature is in- 
comparably richer, more various, and ampler in respect to both 
form and substance than the literature of either Greece or Rome. 
One of the most interesting and influential forms of English litera- 
ture, namely, fiction as developed in the historical romance, the 
novel, and the short story, has no existence in Greek and Roman 
literature; and the t5^es of both poetry and oratory in English are 
both more varied and more beautiful than those of Greece and 
Rome. For at least a hundred years past an important part of 
the real interest in the Greek and Roman literatures for advanced 
students has been the interest of studying originators and pioneers 
in Uterature, — a worthy but not an indispensable study for modern 
youth. The social and individual problems of Hfe were simpler in 
the ancient world than in the modern, and they were often solved 
by giving play to the elemental passions of human nature; so that 
the study of them affords but imperfect guidance to wise action 
amid the wider and more complex conditions of the modern world. 
When, as in this great war, modern peoples see great national gov- 
ernments revert to the barbarous customs and passions which 
were common in the ancient world, they indignantly resolve that 
this reversion cannot and shall not last. The languages and htera- 
tures of Greece and Rome will always remain attractive fields for 
students whose tastes and natural capacities are chiefly literary, .nd 
especially for men of letters, authors, and professional students of 
language; but it is certain that they are soon to cease to make a 
prescribed part of general secondary and higher education. There 



15 

are too many histories, too many new sciences with applications of 
great importance, and too many new Uteratures of high merit which 
have a variety of modern uses, to permit anyone, not bound to the 
classics by affectionate associations and educational tradition, to 
believe that Latin can maintain the place it has held for centuries 
in the youthful training of educated men, a place which it acquired 
when it was the common speech of scholars and has held for cen- 
turies without any such good reason. For this loss of status by 
Latin, genuine classical scholars will naturally console themselves 
with the reflection that it has never been possible to give an un- 
wiUing boy any real acquaintance with the Latin language or any 
love of Latin Hterature by compelling him to take three "units" of 
Latin at school and a course or two of Latin in college. 

Benjamin FrankHn in his observations concerning the intentions 
of the founders of the Philadelphia Academy (1789) describes the 
origin of the Latin and Greek schools in Europe as follows: — 

"That until between three and four hundred years past there 
were no books in any other language; all the knowledge then con- 
tained in books, viz., the theology, the jurisprudence, the physic, 
the art mihtary, the politics, the mathematics and mechanics, the 
natural and moral philosophy, the logic and rhetoric, the chemistry, 
the pharmacy, the architecture, and every other branch of science, 
being in those languages it was, of course, necessary to learn them 
as the gates through which men must pass to get at that knowledge." 

He points out that the books then existing were manuscript, and 
very dear; and that "so few were the learned readers sixty years 
aftef the invention of printing that it appears by letters still extant 
between the printers in 1499 that they could not throughout Europe 
find purchasers for more than three hundred copies of any ancient 
authors." Franklin further says that when printing began to 
make books cheap, "Gradually several branches of science began 
to appear in the common languages; and at this day the whole 
body of science, consisting not only of translations from all the 
valuable ancients, but of all the new modern discoveries, is to be 
met with in those languages, so that learning the ancient lan- 
guages for the purpose of acquiring knowledge is become absolutely 
unnecessary." 

It is a fanciful idea that to understand Greek and Roman civiliza- 
tion and to appreciate the historians, philosophers, orators, miUtary 



i6 
heroes, and patriots of Greece and Rome, one must be able to read 
Greek and Latin. The substance of Greek and Roman thought and 
experience can be got at in translations. It is only the delicacies 
and refinements of style and of poetical expression which are, as 
a rule, lost in translations. Let the future poets, preachers, 
artists in words, and men of letters generally give a large part of 
their time in school and college, if they will, to Greek, and Latin; 
but do not compel boys and girls who have no such gift or in- 
tention to learn a modicum of Latin. 

In the present state of the surviving prescription of Latin in 
secondary schools and colleges, there is another objection to it which 
has much force. If a college requires, say, three units of Latin for 
admission but no Latin in college, it inflicts on boys in preparatory 
schools thre^e years of study of Latin which in many instances wiU 
lead to nothing during the education they receive between eighteen 
and twenty-two or thereabouts. At this moment, for most 
pupils in preparatory schools, who under compulsion give one-fifth 
of their school time to the study of Latin for three or four years, 
the classical road leads to a dead-end, when they have once passed 
their admission examination in Latin. 

Such dead-ends, no matter what the subject, are always deplora- 
ble in what should be a progressive course in education. Even if 
the college in which the student seeks the degree of Bachelor of 
Arts prescribes some further study of Latin, the amount of that 
prescription is always small; so that the student who abandons Latin 
when that prescription has been fulfilled has not made a really 
thorough acquaintance with Latin, and has therefore wasted the 
greater part of the time he has devoted to it. In other words, the 
present prescription in school and college is against the interest of 
the greater part of the pupils and students who submit to the pre- 
scription. Only those who would have chosen Latin without pre- 
scription escape injury from it. 

An exhibition, in respect to continuity in the study of Latin 
which some persons might regard as favorable is made by Yale and 
some of the smaller colleges.* At the Johns Hopldns, for example, 

*In the appendix, pages xviii-xxi, the reader will find the official tables upon 
which the statements in this and the following paragraphs are based. Sev- 
eral of the institutions from which inquiry was made were unable to furnish 
the information in the form needed. 



17 
during the five-year period, 1911-1915, 255 students offered Latin 
for entrance and 104 (41 per cent.) freely elected it in the fresh- 
man year. At Bowdoin, 1912-1916, of 417 students who offered 
Latin for entrance, 326 (7S per cent.) elected it in the freshman 
year. At Yale, of the 1,969 students offering Latin for entrance, 
1,466 (74 per cent.) continued it during the freshman year. The 
large percentages at Bowdoin and Yale are, however, probably 
accounted for by the fact that unless Latin is chosen in the fresh- 
man year mathematics must be chosen, or, in other words by a 
close restriction on election. On the other hand it is probably 
true that the Latin tradition at Bowdoin and Yale is stronger 
than in many other colleges; so that even if this restriction on 
election were removed the percentage choosing Latin would still be 
unusually high. 

Most other institutions requiring Latin for entrance, but allow- 
ing a choice at college, show a result less favorable to Latin. At 
Harvard College, for example, 2,793 students were compelled to 
offer Latin for entrance in the five-year period, 1912-1916; of this 
number, 450 (16 per cent.) elected Latin in the freshman year. 
At Wellesley College during the same period 2,096 students offered 
Latin for entrance and 434 (21 per cent.) elected it in the freshman 
year. At Colorado College, within the same period, 1,031 stud,ents 
were required to offer Latin for entrance, while 227 (22 per cent.) 
studied it during the freshman year at college. 

Still more unfavorable to Latin is the experience of the far 
more numerous institutions which make Latin elective both for 
entrance and subsequently. Despite the fact that Latin is elec- 
tive for entrance most students for obvious reasons offer Latin 
for admission; a relatively small percentage keep it up. Thus, at 
Cornell University, of 1,622 students who entered during the past 
five years, 1,475 (9^ P^^ ce,nt.) offered Latin for entrance; only 
312 (21 per cent, of those who offered Latin for entrance or 19 
per cent, of the total number of matriculates) continued it 
during the freshman year. At Swarthmore, during the four-year 
period, 1912-1915, of 539 students who entered, 509 (94 per cent.) 
offered Latin for entrance. Only 92 (18 per cent, of those who 
offered Latin for entrance or 17 per cent, of the total number of 
matriculates) continued Latin during the freshman year. The two 
state universities, Illinois and Minnesota, show a similar condition 



for the five-year period, 1912-1916. At the University of lUinois, 
5,966 students entered the freshman class, of whom 4,542 (76 per 
cent.) offered Latin for entrance. Of this latter group only 185 (4 
per cent, of those who offered Latin for entrance or 3 per cent, of the 
total number of matriculates) continued Latin during the freshman 
year. At the University of Minnesota 3,644 students entered the 
freshman class, of whom 1,743 (48 per cent.) offered Latin for en- 
trance. In their freshman year only 259 of these elected Latin (15 
per cent, of those who offered Latin for entrance or 7 per cent, of the 
total number of matriculates). The one exception to this general 
trend is the University of North Carolina, where, of 1,280 freshman 
matriculates, 1,134 (89 per cent.) offered Latin for entrance, of 
whom 832 (73 per cent, of those who offered Latin for entrance 
or 65 per cent, of the total number of matriculates) elected Latin 
in the freshman year. But even there the tide is running against 
Latin, for the percentage of matriculates electing Latin has de- 
creased from 74 per cent, in 191 2 to 48 per cent, in 1916. 

A special inquiry made of all the institutions included in these 
tables disclosed the fact that in most of them few students who do 
not take Latin in the freshman year take it in the sophomore, 
junior, or senior years. 

A very instructive experience is that of the University of Chicago 
where the degree of A.B. is conferred upon students who have 
pursued the study of both Latin and Greek, and the degrees of 
Ph.B. and S.B. are conferred upon students who are not required 
to take either Latin or Greek. In the year 1902, 112 (39 per cent.) 
out of a total number of 286 who were graduated, received the 
degree of A.B., that is they elected the required amoimt of Latin 
and Greek. This proportion has steadily decreased until in June, 
1916, out of 522 bachelor degrees conferred, only 24 (4.6 per cent.) 
represented the A.B. degree as against 498 (95.4 per cent.) repre- 
senting degrees which required no Latin or Greek, though, of 
course, many of these students have taken some Latin. 

It is often asserted that the study of Latin gives a boy or girl a 
mental discipline not otherwise to be obtained, a discipline pe- 
cuHarly useful to those who have no taste or gift for the study. 
As a matter of fact, it has doubtless often happened that pupils 
in secondary schools got through Latin the best training they ac- 
tually received; because their teachers of Latin were the best teachers 



19 

in their schools, the best equipped and the most scholarly. The 
classical schools have been the best schools, and the classical 
teachers the best teachers. Gradually, within the past forty years, 
teachers of modern languages, EngUsh, the sciences, and history 
have been trained in the colleges and universities, who are as schol- 
arly and skilful in their respective fields as any classical teachers. 
They can teach boys and girls to observe, to think, and to re- 
member in the new subjects quite as well as the teachers of Greek 
and Latin can in those traditional subjects. At least, they think 
they can; and many parents and educational administrators think 
that the new subjects and teachers ought to have a free opportunity 
to prove this contention. That is all the proposal to abolish the 
requirement of Latin for the degree of Bachelor of Arts really means. 

Accompanying the production of well-equipped teachers of the 
new subjects, has come a better understanding of the way to get 
intense appUcation, concentrated attention, and the hardest kind 
of mental work out of children, and indeed out of adults too. People 
generally recognize now-a-days that children, like adults, can do 
their best and hardest work only in subjects or for objects which 
keenly interest them. Hence uniform prescriptions for all pupils 
at school are seen to be inexpedient, except in learning to use the 
elementary tools of learning; and even there much accommodation 
to individual pecuHarities is desirable. Everybody agrees that 
power to apply oneself, and to work hard mentally is the main 
object of education; but nearly everybody also has come to know 
that inspiration or stimulation of interest in any mental work will 
produce this power to work hard more quickly and more thoroughly 
than any driving process, no matter what the means of compulsion 
— rattan, ruler, staying after school, holding up to ridicule, depriva- 
tion of play or hoUday, or copying pages of French or Latin. 

Encouragement concerning the changes to come may be drawn 
from the changes already achieved. Two generations ago the 
requirements for admission to Harvard College were Latin, Greek, 
elementary mathematics, and the barest elements of ancient 
geography and history; and to those requirements the courses 
in good secondary schools were accommodated, for the require- 
ments of other American colleges differed from those of Harvard 
College only in measure or degree and not in substance. To-day 
the subjects accepted for admission to the freshman class of Har- 



20 

vard College embrace English, elementary Greek, Latin, German, 
French or Spanish, advanced German, advanced French, ancient 
history, mediaeval and modern history, EngUsh history, Ameri- 
can history and civil government, elementary algebra and plane 
geometry, physics, chemistry, geography, botany and zoology, 
advanced Greek, advanced Latin, advanced history, advanced 
algebra, solid geometry, logarithms and trigonometry, freehand 
drawing, and mechanical drawing. From this long list of sub- 
jects the candidate for admission has a wide range of choice, al- 
though certain groupings are prescribed. Nevertheless Harvard 
College still requires of every candidate for the A.B. degree that he 
shall have studied elementary Latin three years in his secondary 
school four or five hours a week — a condition of admission which 
thirty-eight considerable American universities, including Columbia 
University, no longer prescribe. All the other leading American 
universities have adopted to a greater or less extent the new sub- 
jects for admission which Harvard has adopted, and only five out 
of the seventy-six leading American universities and colleges retain 
conditions of admission at all resembling those of Harvard College in 
the year 1850. 

No one can reasonably maintain that the American educated 
generation to-day is less well equipped for its Hfe work than the 
generation which graduated from the American colleges in 1850. 
On the contrary, all the old professions maintain a much higher 
standard for admission and in practice than they maintained in 
1850, and a large group of new professions have been added to 
the old. Moreover, business, including farming, manufacturing, 
trading, and distributing, has become to a much greater extent 
than formerly an intellectual calhng, demanding good powers of 
observation, concentration, and judgment. There was a time 
when the chief part of the work of universities was training scholarly 
young men for the service of the Church, the Bar, and the State, 
and all such young men needed, or were believed to need, an inti- 
mate knowledge of Greek and Latin ; but now, and for more than a 
hundred years, universities are called on to train young men for 
public service in new democracies, for a new medical profession, and 
for finance, journalism, transportation, manufacturing, the new 
architecture, the building of vessels and railroads, and the direction 
of the great public works which improve agriculture, conserve the 



21 

national resources, provide pure water supplies, and distribute light, 
heat, and mechanical power. The practitioners of these new pro- 
fessions can profit in many directions by so many other studies in 
youth, that they ought not all indiscriminately to be obhged to 
study Latin. 

The new education since the Civil War has met the rising demand 
of the times in some measure; but the newer education must go 
forward more rapidly on the same lines. The rising generations 
will not prove inferior to the older. With better and more varied 
training their educated leaders will rise to ever higher levels of 
bodily vigor, mental capacity, and moral character. 



APPENDIX * 



Table I. Latin and Greek Requirements of Seventy-six 
Colleges and Universities. 

Table II. Showing Number and Percentage of Students 
Electing Latin in the Freshman Year in 
Institutions Requiring Latin for Entrance 
(A. B. Degree). 

Table III. Showing Number and Percentage of Students 
Offering Latin for Entrance and Electing 
Latin in the Freshman Year in Institutions 
Requiring no Latin for Entrance or in 
College. 



*These tables were prepared by Miss Beatrice J. Cohen of the 
office of the General Education Board. 



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Table III * — Showing Number and Percentage of Students Offering 
Latin for Entrance and Electing Latin in the Freshman Year in Cer- 
tain Institutions Requiring no Latin for Entrance or in College. 







ill 


OFFERING ] 


.ATIN FOR 


ELECTING LATIN FRESHMAN 






ENTRANCE 




YEAR 




NAME OF COLLEGE OR 












TJNlViaiSITY 




►J « a 






M 


PER CENT. 


PER CENT. 






NTTMBF.R 


PER CENT. 




OF THOSE 


OF TOTAL 






gss 






g 


^OFFERING 


MATRI- 










S5 


LATIN 


CULATES 


Beloit College 


1912-13 


137 


97 


71 


14 


14 


10 




1913-14 


137 


100 


73 


19 


19 


14 




1914-IS 


140 


lOI 


72 


16 


16 


II 




1915-16 


161 


126 


78 


13 


10 


8 




1916-17 


142 


94 


66 


12 
62 


13 


8 


Cornell University 


1912-13 


304 


274 


90 


23 


20 




1913-14 


291 


264 


91 


57 


22 


20 




1914-1S 


322 


294 


91 


69 


23 


21 




1915-16 


356 


328 


92 


66 


20 


19 




1916-17 


349 


315 


90 


58 
9 


18 


17 


Franklin College 


1912-13 


75 


69 


92 


13 


12 




1913-14 


60 


57 


95 


9 


16 


IS 




1914-15 


73 


68 


93 


7 


10 


10 




1915-16 


98 


91 


93 


13 


14 


13 




1916-17 


104 


89 


86 


12 


13 


12 


Goucher College 


1912-13 


105 


105 


100 


27 


26 


26 




1913-14 


122 


122 


100 


23 


19 


19 




1914-15 


121 


121 


100 


17 


14 


14 




1915-16' 


191 


182 


95 


33 


18 


17 




1916-17 


219 


210 


96 


25'^ 


II 


II 


Pomona College 


1912-13 


152 


137 


90 


10 


7 


7 




1913-14 


195 


167 


86 


17 


10 


9 




1914-15 


204 


173 


85 


16 


9 


8 




1915-16 


226 


185 


82 


23 


12 


10 




1916-17 


194 


145 


75 


8 


6 


4 


Reed College 


1912-13 


73 


61 


84 


18 


30 


25 




1913-14 


75 


70 


93 


9 


13 


12 




1914-15 


86 


72 


84 


II 


15 


13 




1915-16 


99 


92 


93 


14 


15 


IS 




1916-17 


100 


92 


92 


16 


17 


16 



^ Latin was required for entrance until the year 1915-1916. 
2 Includes one student who did not o£fer Latin for entrance. 



*This table does not include all the colleges mentioned on page 4, as many were 
unable to supply the figures in time for this publication, or in the form required. 



I 'TABLE m— Continued 







p< y^ ^ 

S 3 w 


OFPERING LATIN FOR 


ELECTING LATIN FBESHMAN 








ENTRANCE 




YEAR 




'NAME OF COLLEGE OR 












i UNIVERSITY 




i^g 






s 


PER CENT. 


PER CENT. 






NUMBER 


PER CENT. 




OF THOSE 


OF TOTAL 






OoS 






E 


OFFERING 


MATRI- 






H ° a 






E 


LATIN 


CULATES 


Ripon College 


1912-13 


68 


22 


32 


7 


32 


10 




1913-14 


59 


23 


39 


6 


26 


10 




1914-15 


74 


24 


32 


14 


58 


19 




1915-16 


102 


34 


33 


17 


50 


17 




1916-17 


115 


29 


25 


25 

26 


86 


22 


Swarthmore 


1912-13 


120 


116 


97 


22 


22 


College 


1913-14 


134 


120 


90 


25 


21 


19 




1914-15 


128 


121 


95 


26 


21 


20 




1915-16 


157 


152 


97 


IS 


10 


10 




1916-17 


117 






15 

35 




13 


University of 


1912-13 


1,002 


721 


72 


5 


3 


Illinois 


1913-14 


1,034 


838 


81 


33 


4 


3 




1914-1S 


1.153 


1,010 


88 


29 


3 


3 




1915-16 


1^384 


930 


67 


40 


4 


3 




1916-17 


1.393 


1,043 


75 


48 


5 


3 


University of 


1912-13 


261 






8 




3 


Maine 


1913-14 


322 


242 


75 


6 


2 


2 




1914-1S 


352 


255 


72 


14 


5 


4 




1915-16 


406 


280 


69 


8 


3 


2 




1916-17 


389 


235 


60 


16 


7 


4 


University of 


1912-13 


688 


573 


83 


96 


17 


14 


Michigan 


1913-14 


836 


641 


77 


84 


13 


10 




1914-IS 


«5i 


682 


80 


93 


14 


II 


. 


1915-16 


912 


731 


80 


78 


II 


9 




1916-17 


974 


755 


78 


96 


13 


10 


University of 


1912-13 


544 


303 


56 


65 


21 


12 


Minnesota 


1913-14 


512 


284 


55 


61^ 


20 


12 




1914-IS 


707 


376 


53 


54 


14 


8 




1915-16 


884 


346 


39 


26 


8 


3 




1916-17 


997 


434 


44 


53 


12 


5 


University of 


1912-13 


222 


204 


92 


164 


80 


74 


North Carolina 


1913-14 


240 


222 


93 


178 


80 


74 




1914-15 


248 


217 


88 


169 


78 


68 




1915-16 


271 


233 


86 


177 


76 


65 




1916-17 


299 


258 


86 


144 


56 


4« 



1 Includes five students who did not offer Latin for entrance. 

XX 



TABLE ni— Continued 







W IZ M 


OFFERING ] 


LATIN FOR 


ELECTING LATIN FRESHMAN 






1 S H 


ENTRANCE 




YEAR 




NAME or COLLEGE OR 












UNIVERSITY 




'^^ 






M 


PER CENT. 


PER CENT. 






NUMBER 


PER CENT. 


§ 


OF THOSE 


OF TOTAL 






°o^ 






e 


OFFERING 


MATRI- 












26 


LATIN 


CULATES 


Washington and 


1912-13 


82 


79 


96 


33 


32 


Lee University 


1913-14 


119 


no 


92 


31 


28 


26 




1914-IS 


124 


IIS 


93 


21 


18 


17 




1915-16 


122 


112 


92 


22 


20 


18 




1916-17 


107 


95 


89 


16 

23 


17 


15 


Western Reserve 


1912-13 


189 


'172 I'ji 


'91 [^38 


'13 


^32 


12 


University^ 


1913-14 


168 


161 1 77 


96 1 46 


23 


14 


30 


14 


(Adelbert College 


1914-15 


155 


136 1 64 


88 1 41 


35 


26 


55 


23 


only) 


1915-16 


153 


1361 85 


891 56 


28 


21 


33 


18 




1916-17 


157 


137 i 67 


871 43 


31 


23 


46 


20 



1 Total number of students offering either i, 2, 3, or 4 years of Latin. 

2 Students offering 4 years of Latin. 

' While students may enter without Latin or less than 4 units, only those entering 
tvith 4 units may elect Latin at college. 



XXI 



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